Introductory chemistry essentials 5th global edtion by tro

Giáo trình Introductory chemistry essentials 5th global edtion by tro Giáo trình Introductory chemistry essentials 5th global edtion by tro Giáo trình Introductory chemistry essentials 5th global edtion by tro Giáo trình Introductory chemistry essentials 5th global edtion by tro Giáo trình Introductory chemistry essentials 5th global edtion by tro Giáo trình Introductory chemistry essentials 5th global edtion by tro Giáo trình Introductory chemistry essentials 5th global edtion by tro

Periodic Table of the Elements

*The mass number of an important radioactive isotope—not the atomic mass—

is shown in parentheses for those elements with no stable isotopes

GROUP 1 1A

2 2A

3 3B

4

1 2 3 4 5 6 7

H

1.01 hydrogen

Atomic number Element symbol Atomic mass*

Element name 1

18 8A

12 2B 10

13 3A

14 4A

15 5A

16 6A

11 1B 8B

Introductory

chemIstry

essentIals

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Introductory

chemIstry

Fifth edition Global edition

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The rights of Nivaldo J Tro to be identified as the author of this work have been asserted by him in accordance with the Copyright, Designs and

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Authorized adaptation from the United States edition, entitled Introductory Chemistry Essentials, 5th edition, ISBN 978-0-321-91873-4, by Nivaldo J Tro,

published by Pearson Education, Inc © 2015.

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5

To Annie

About the Author

Nivaldo Tro, is a Professor of Chemistry at Westmont College in Santa Barbara, California, where he has been a facul-

ty member since 1990 He received his Ph.D in chemistry from Stanford University for work on developing and using optical techniques to study the adsorption and desorption of molecules

to and from surfaces in ultra high vacuum He then went on to the University of California at Berkeley, where he did post doc- toral research on ultrafast reaction dynamics in solution Since coming to Westmont, Professor Tro has been awarded grants from the American Chemical Society Petroleum Research Fund, from Research Corporation, and from the National Science Foundation

to study the dynamics of various processes occurring in thin layer films adsorbed on dielectric surfaces He has been honored

ad-as Westmont's outstanding teacher of the year three times and has also received the college's outstanding researcher of the year award Professor Tro lives in Santa Barbara with his wife, Ann, and their four children, Michael, Ali, Kyle, and Kaden

In his leisure time, Professor Tro enjoys mountain biking, surfing, reading to his children, and being outdoors with his family.

6

Brief Contents

2 Measurement and Problem Solving 46

8 Quantities in Chemical Reactions 282

9 Electrons in Atoms and the Periodic Table 318

17 Radioactivity and Nuclear Chemistry 644

Appendix: Mathematics Review MR-1

1.3 All Things Are Made of Atoms and Molecules 39

1.4 The Scientific Method: How Chemists Think 40

EvEryday ChEmistry Combustion and the Scientific Method 42

2.2 Scientific Notation: writing Large and Small

Multiplication and Division 54Rounding 54

Addition and Subtraction 55Calculations Involving Both Multiplication/Division and Addition/Subtraction 56

The Base Units 58Prefix Multipliers 59Derived Units 60

Converting Between Units 61General Problem-Solving Strategy 63

■ Problem-Solving Procedure Solving Unit

2.7 Solving Multistep Unit Conversion Problems 65

ChEmistry and hEalth Drug Dosage 68

Calculating Density 70Density as a Conversion Factor 71

ChEmistry and hEalth Density, Cholesterol, and Heart Disease 73

2.10 Numerical Problem-Solving Strategies

■ Problem-Solving Procedure Solving

3.3 Classifying Matter According to Its State:

3.4 Classifying Matter According to Its

Composition: Elements, Compounds,

Separating Mixtures Through Physical Changes 101

3.7 Conservation of Mass: There Is No New Matter 101

ChEmistry in thE EnvironmEnt

Getting Energy out of Nothing? 103

Units of Energy 103

3.9 Energy and Chemical and Physical Change 105

3.10 Temperature: Random Motion of

3.11 Temperature Changes: Heat Capacity 110

EvEryday ChEmistry Coolers, Camping,

and the Heat Capacity of Water 111

3.12 Energy and Heat Capacity Calculations 111

EvEryday ChEmistry Atoms and Humans 131

4.4 The Properties of Protons, Neutrons,

EvEryday ChEmistry Solid Matter? 134

4.5 Elements: Defined by Their Numbers

4.6 Looking for Patterns: The Periodic Law

Ions and the Periodic Table 143

4.8 Isotopes: when the Number of

5.3 Chemical Formulas: How to Represent

Writing Formulas for Ionic Compounds Containing Only Monoatomic Ions 172

■ Problem-Solving Procedure writing Formulas

Contents | 9

Writing Formulas for Ionic Compounds Containing Polyatomic Ions 173

Naming Binary Ionic Compounds Containing a Metal That Forms Only One Type of Cation 175Naming Binary Ionic Compounds Containing a Metal That Forms More Than One Type of Cation 176Naming Ionic Compounds Containing a Polyatomic Ion 177

EvEryday ChEmistry Polyatomic Ions 178

5.11 Formula Mass: The Mass of a Molecule

Converting between Moles and Number of Atoms 203

Converting between Grams and Moles

of an Element 204Converting between Grams of an Element and Number of Atoms 207

Converting between Grams and Moles

of a Compound 208Converting between Grams of a Compound and Number of Molecules 210

6.5 Chemical Formulas as Conversion Factors 211

Converting between Grams of a Compound and Moles

of a Constituent Element 212Converting between Grams of a Compound and Grams of a Constituent Element 213

ChEmistry in thE EnvironmEnt Chlorine in Chlorofluorocarbons 215

6.7 Mass Percent Composition from a

ChEmistry and hEalth Fluoridation of

6.8 Calculating Empirical Formulas for Compounds 219

Calculating an Empirical Formula from Experimental Data 220

■ Problem-Solving Procedure Obtaining an Empirical Formula from Experimental Data 221

6.9 Calculating Molecular Formulas for

7.4 How to write Balanced Chemical Equations 245

■ Problem-Solving Procedure writing Balanced

10 | Contents

7.5 Aqueous Solutions and Solubility:

Solubility 249

7.6 Precipitation Reactions: Reactions in Aqueous

Predicting Precipitation Reactions 252

■ Problem-Solving Procedure writing Equations

7.7 writing Chemical Equations for Reactions

in Solution: Molecular, Complete Ionic, and

Acid–Base (Neutralization) Reactions 257

Gas Evolution Reactions 258

ChEmistry and hEalth Neutralizing

Excess Stomach Acid 260

Combustion Reactions 261

7.10 Classifying Chemical Reactions 262

Classifying Chemical Reactions by

What Atoms Do 263

Classification Flowchart 265

ChEmistry in thE EnvironmEnt

The Reactions Involved in Ozone Depletion 267

8.1 Climate Change: Too Much Carbon Dioxide 283

8.2 Making Pancakes: Relationships between

8.3 Making Molecules: Mole-to-Mole Conversions 285

8.4 Making Molecules: Mass-to-Mass Conversions 287

ChEmistry in thE mEdia The Controversy

over Oxygenated Fuels 288

8.5 More Pancakes: Limiting Reactant,

8.6 Limiting Reactant, Theoretical yield, and

Percent yield from Initial Masses of Reactants 294

8.7 Enthalpy: A Measure of the Heat Evolved

9.1 Blimps, Balloons, and Models of the Atom 319

ChEmistry and hEalth Radiation Treatment for Cancer 324

9.5 The Quantum-Mechanical Model: Atoms

9.7 Electron Configurations and the Periodic Table 336

9.8 The Explanatory Power of the Quantum-

Contents | 11 9.9 Periodic Trends: Atomic Size, Ionization

Atomic Size 341

ChEmistry and hEalth Pumping Ions:

Atomic Size and Nerve Impulses 343

Ionization Energy 343Metallic Character 345

10.1 Bonding Models and AIDS Drugs 359

10.2 Representing valence Electrons with Dots 360

10.3 Lewis Structures of Ionic Compounds: Electrons

10.4 Covalent Lewis Structures: Electrons Shared 362

Double and Triple Bonds 363

10.5 writing Lewis Structures for Covalent

■ Problem-Solving Procedure writing Lewis

Writing Lewis Structures for Polyatomic Ions 366Exceptions to the Octet Rule 367

10.6 Resonance: Equivalent Lewis Structures

10.7 Predicting the Shapes of Molecules 369

ChEmistry in thE EnvironmEnt

The Lewis Structure of Ozone 370

■ Problem-Solving Procedure Predicting

Representing Molecular Geometries on Paper 373

ChEmistry and hEalth Fooled by

10.8 Electronegativity and Polarity: why Oil

Electronegativity 375Polar Bonds and Polar Molecules 377

EvEryday ChEmistry How Soap Works 379

11.2 Kinetic Molecular Theory: A Model for Gases 394

11.3 Pressure: The Result of Constant

Pressure Units 397Pressure Unit Conversion 398

11.4 Boyle’s Law: Pressure and volume 399

EvEryday ChEmistry Airplane Cabin

EvEryday ChEmistry Extra-long Snorkels 404

11.5 Charles’s Law: volume and Temperature 405

11.6 The Combined Gas Law: Pressure, volume,

11.7 Avogadro’s Law: volume and Moles 411

11.8 The Ideal Gas Law: Pressure, volume,

Molar Mass of a Gas from the Ideal Gas Law 417

11.9 Mixtures of Gases: why Deep-Sea Divers Breathe a Mixture of Helium and Oxygen 419

Deep-Sea Diving and Partial Pressure 421Collecting Gases over Water 422

11.10 Gases in Chemical Reactions 423

Molar Volume at Standard Temperature and Pressure 426

ChEmistry in thE EnvironmEnt

12 | Contents

and Intermolecular

12.1 Interactions between Molecules 445

12.2 Properties of Liquids and Solids 446

12.3 Intermolecular Forces in Action: Surface

12.5 Melting, Freezing, and Sublimation 454

Energetics of Melting and Freezing 455

Heat of Fusion 455

Sublimation 457

12.6 Types of Intermolecular Forces: Dispersion,

Dipole–Dipole, Hydrogen Bonding, and

Dispersion Force 459

Dipole–Dipole Force 460Hydrogen Bonding 462Ion–Dipole Force 463

ChEmistry and hEalth Hydrogen

12.7 Types of Crystalline Solids: Molecular,

Molecular Solids 466Ionic Solids 467Atomic Solids 467

12.8 water: A Remarkable Molecule 468

ChEmistry in thE EnvironmEnt

13.2 Solutions: Homogeneous Mixtures 482

13.3 Solutions of Solids Dissolved in water:

Solubility and Saturation 484Electrolyte Solutions: Dissolved Ionic Solids 485How Solubility Varies with Temperature 486Rock Candy 486

13.4 Solutions of Gases in water: How Soda

13.5 Specifying Solution Concentration:

Mass Percent 488Using Mass Percent in Calculations 489

13.6 Specifying Solution Concentration: Molarity 491

ChEmistry in thE EnvironmEnt

Using Molarity in Calculations 493Ion Concentrations 495

13.9 Freezing Point Depression and Boiling Point Elevation: Making water Freeze

Freezing Point Depression 500

EvEryday ChEmistry Antifreeze in Frogs 502

Boiling Point Elevation 502

13.10 Osmosis: why Drinking Salt water

Contents | 13

14.1 Sour Patch Kids and International Spy Movies 521

14.2 Acids: Properties and Examples 522

14.3 Bases: Properties and Examples 523

14.4 Molecular Definitions of Acids and Bases 524

The Arrhenius Definition 524The Brønsted–Lowry Definition 525

14.5 Reactions of Acids and Bases 527

Neutralization Reactions 527Acid Reactions 528

EvEryday ChEmistry What Is in

Base Reactions 530

14.6 Acid–Base Titration: A way to Quantify the

14.7 Strong and weak Acids and Bases 533

Strong Acids 533Weak Acids 534Strong Bases 537Weak Bases 537

14.8 water: Acid and Base in One 538

14.9 The pH and pOH Scales: ways to

Calculating pH from [H3O+] 542Calculating [H3O+] from pH 543The pOH Scale 544

14.10 Buffers: Solutions That Resist pH Change 545

ChEmistry and hEalth Alkaloids 546

ChEmistry and hEalth The Danger of

15.1 Life: Controlled Disequilibrium 563

15.2 The Rate of a Chemical Reaction 564

Collision Theory 564How Concentration Affects the Rate of a Reaction 566How Temperature Affects the Rate of a Reaction 567

15.3 The Idea of Dynamic Chemical Equilibrium 568

15.4 The Equilibrium Constant: A Measure of

Writing Equilibrium Constant Expressions for Chemical Reactions 571

The Significance of the Equilibrium Constant 572

15.5 Heterogeneous Equilibria: The Equilibrium Expression for Reactions Involving a Solid

15.6 Calculating and Using Equilibrium Constants 575

Calculating Equilibrium Constants 575Using Equilibrium Constants in Calculations 577

15.7 Disturbing a Reaction at Equilibrium:

15.8 The Effect of a Concentration Change

15.9 The Effect of a volume Change on Equilibrium 582

ChEmistry and hEalth How a Developing Fetus Gets Oxygen from Its Mother 584

15.10 The Effect of a Temperature Change

15.11 The Solubility-Product Constant 587

Using Ksp to Determine Molar Solubility 588

EvEryday ChEmistry Hard Water 589

15.12 The Path of a Reaction and the Effect

How Activation Energies Affect Reaction Rates 590Catalysts Lower the Activation Energy 592Enzymes: Biological Catalysts 593

14 | Contents

16.1 The End of the Internal Combustion Engine? 609

16.2 Oxidation and Reduction: Some Definitions 610

16.3 Oxidation States: Electron Bookkeeping 613

EvEryday ChEmistry The Bleaching of

16.4 Balancing Redox Equations 616

■ Problem-Solving Procedure Balancing Redox

Equations Using the Half-Reaction Method 617

ChEmistry in thE EnvironmEnt

Photosynthesis and Respiration: Energy for Life 621

16.5 The Activity Series: Predicting Spontaneous

Predicting Whether a Metal Will Dissolve in Acid 624

16.6 Batteries: Using Chemistry to

Dry-Cell Batteries 627

Lead-Acid Storage Batteries 628

Fuel Cells 628

16.7 Electrolysis: Using Electricity to Do Chemistry 629

16.8 Corrosion: Undesirable Redox Reactions 630

EvEryday ChEmistry The Fuel-Cell

17.2 The Discovery of Radioactivity 646

17.3 Types of Radioactivity: Alpha, Beta, and

17.5 Natural Radioactivity and Half-Life 655

ChEmistry and hEalth Environmental

A Natural Radioactive Decay Series 657

17.6 Radiocarbon Dating: Using Radioactivity

to Measure the Age of Fossils and

ChEmistry in thE mEdia The Shroud

17.7 The Discovery of Fission and the Atomic Bomb 660

17.8 Nuclear Power: Using Fission to

17.9 Nuclear Fusion: The Power of the Sun 663

17.10 The Effects of Radiation on Life 664

Acute Radiation Damage 664Increased Cancer Risk 664Genetic Defects 665Measuring Radiation Exposure 665

17.11 Radioactivity in Medicine 665

Isotope Scanning 665Radiotherapy 666

Contents | 15 Problem-Solving Procedures

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17

This book is for you, and every text feature is meant to help you learn I have two

main goals for you in this course: to see chemistry as you never have before and to develop the problem-solving skills you need to succeed in chemistry.

I want you to experience chemistry in a new way I have written each chapter

to show you that chemistry is not just something that happens in a laboratory; chemistry surrounds you at every moment I have worked with several outstand- ing artists to develop photographs and art that will help you visualize the molecu-

lar world From the opening example to the closing chapter, you will see chemistry

My hope is that when you finish this course, you will think differently about your world because you understand the molecular interactions that underlie every- thing around you.

My second goal is for you to develop problem-solving skills No one succeeds

in chemistry—or in life, really—without the ability to solve problems I can’t give you a formula for problem solving, but I can give you strategies that will help you

develop the chemical intuition you need to understand chemical reasoning.

Look for several recurring structures throughout this book designed to help you master problem solving The most important ones are (1) a four-step process (Sort, Strategize, Solve, and Check) designed to help you learn how to solve prob- lems; (2) the solution map, a visual aid that helps you navigate your way through problems; (3) the two-column Examples, in which the left column explains in clear and simple language the purpose of each step of the solution shown in the right column; and (4) the three-column Examples, which describe a problem-solving procedure while demonstrating how it is applied to two different Examples In ad- dition, you will find a For More Practice feature at the end of each worked Exam- ple that directs you to the end-of-chapter problems that provide more opportunity

to practice the skill(s) covered in the Example In this edition, I have added a new tool for you at the end of each chapter: a Self-Assessment Quiz These quizzes are designed to help you test yourself on the core concepts and skills of each chapter You can also use them as you prepare for exams Before an exam, take the quiz as- sociated with each chapter that the exam will cover The questions you miss on the quiz will reveal the areas you need to spend the most time studying.

Lastly, I hope this book leaves you with the knowledge that chemistry is

not reserved only for those with some superhuman intelligence level With the right amount of effort and some clear guidance, anyone can master chemistry, including you.

Sincerely, Nivaldo J Tro tro@westmont.edu

To the Student

18

To the Instructor

I thank all of you who have used any of the first four editions of Introductory

Chemistry —you have made this book the most widely selling book in its market, and for that I am extremely grateful The preparation of the fifth edition has en- abled me to continue to refine the book to meet its fundamental purpose: teaching chemical skills in the context of relevance.

Introductory Chemistry is designed for a one-semester, college-level, tory or preparatory chemistry course Students taking this course need to develop

introduc-problem-solving skills—but they also must see why these skills are important to them and to their world Introductory Chemistry extends chemistry from the labo-

ratory to the student’s world It motivates students to learn chemistry by strating the role it plays in their daily lives.

demon-This is a visual book Wherever possible, I have used images to help municate the subject In developing chemical principles, for example, I worked with several artists to develop multipart images that show the connection between everyday processes visible to the eye and the molecular interactions responsible for those processes This art has been further refined and improved in the fifth edition, making the visual impact sharper and more targeted to student learning

com-For example, you will note a hierarchical system of labeling in many of the images:

The white-boxed labels are the most important, the tan-tint boxes are the second most important, and unboxed labels are the third most important This allows me

to treat related labels and annotations within an image in the same way, so that the relationships between them are immediately evident My intent is to create an art program that teaches and that presents complex information clearly and concisely

Many of the illustrations showing molecular depictions of a real-world object or process have three parts: macroscopic (what we can see with our eyes); molecular and atomic (space-filling models that depict what the molecules and atoms are doing); and symbolic (how chemists represent the molecular and atomic world)

The goal is for the student to begin to see the connections between the macroscopic world, the molecular world, and the representation of the molecular world with symbols and formulas.

I have also refined the problem-solving pedagogy to include four steps: Sort,

Strategize, Solve, and Check The solution map, which has been part of this book since the first edition, is now part of the Strategize step This four-step procedure is

meant to guide students as they learn chemical problem solving Extensive charts are also incorporated throughout the book, allowing students to visualize the organization of chemical ideas and concepts The color scheme used in both the solution maps and the flowcharts is designed to have pedagogical value More specifically, the solution maps utilize the colors of the visible spectrum—always in the same order, from violet to red.

flow-Throughout the worked Examples in this book, I use a two- or three-column

layout in which students learn a general procedure for solving problems of a ticular type as they see this procedure applied to one or two worked Examples

par-In this format, the explanation of how to solve a problem is placed directly beside the actual steps in the solution of the problem Many of you have said that you use

a similar technique in lecture and office hours Since students have specifically asked for connections between Examples and end-of-chapter problems, I include

a For More Practice feature at the end of each worked Example that lists the review examples and end-of-chapter problems that provide additional opportunities to practice the skill(s) covered in the Example.

To the Instructor | 19

A successful new feature in the second edition was the Conceptual points, a series of short questions that students can use to test their mastery of key concepts as they read through a chapter Emphasizing understanding rather than calculation, they are designed to be easy to answer if the student has grasped the essential concept but difficult if he or she has not Your positive remarks on this new feature prompted me to continue adding more of these to the fifth edition, including questions that highlight visualization of the molecular world.

Check-This edition has allowed me to add four new global features to the book: ing Outcomes (LOs), Group Questions, Self-Assessment Quizzes, and Interactive Worked Examples You will find the learning outcomes underneath most section heads—many of the LOs are repeated in the end of chapter material with an associ- ated worked example You will find the Group Questions following the chapter ex- ercises You can assign these as homework if you would like, but you can also use them as in class activities to encourage active learning and peer-to-peer engage- ment The Self-Assessment Quizzes are at the very beginning of the chapter re- view material These quizzes are designed so that students can test themselves on the core concepts and skills of each chapter I encourage my students to use these quizzes as they prepare for exams For example, if my exam covers Chapters 5–8,

Learn-I assign the quizzes for those chapters for credit (you can do this in istry®) Students then get a sort of pretest on the core material that will be on the exam The Interactive Worked Examples are a new digital asset that we created for this edition These examples are available in MasteringChemistry® and at the following website: www.pearsonglobaleditions.com/tro Each Interactive Worked Example walks the student through a key example from the book (the examples that have been made interactive are marked with a play icon in the book) At a key point in the Interactive Worked Example, the video pauses and the student is asked

MasteringChem-a question These questions MasteringChem-are designed to encourMasteringChem-age students to be MasteringChem-active in the learning process Once the student answers the question, the video resumes to the end A follow-up question can then be assigned for credit in MasteringChemistry®.

My goal in this new edition is to continue to help you make learning a more active (rather than passive) process for your students The new Group Questions can help make your classroom more active The new Conceptual Checkpoints, along with the new Self-Assessment Quizzes, make reading the book a more active process The addition of the Interactive Worked Examples makes the media expe- rience active as well Research consistently shows that students learn better when they are actively engaged in the process I hope the tools that I have provided here continue to aid you in teaching your students more effectively Please feel free

to e-mail me with any questions or comments you might have I look forward to hearing from you as you use this book in your course.

Sincerely, Nivaldo J Tro tro@westmont.edu

New to This Edition NEW! Key Learning Outcomes have been added to each chapter section Learn- ing outcomes correlate to the Chemical Skills and Examples in the end-of-chapter material and to MasteringChemistry® Each section (after the introductory sec- tions) has at least one learning outcome that summarizes the key learning objec- tive of the material to help students focus their learning and assess their progress.

NEW! Self-Assessment Quizzes. Each chapter contains a 10-15 question tiple choice self-assessment quiz These quizzes are designed to help students re- view the chapter material and prepare for exams.

mul-NEW! 3–4 Questions for Group Work have been added to the end-of-chapter problems in each chapter to facilitate guided-inquiry learning both inside and out- side the classroom.

NEW! 20 Interactive Worked Examples. Interactive Worked Examples are ital versions of the text’s worked examples that make Tro’s unique problem-solving strategies interactive, bringing his award-winning teaching directly to all students using his text In these digital versions, students are instructed how to break down problems using Tro’s proven Sort, Strategize, Solve, and Check technique The In- teractive Worked Examples can be accessed by scanning the QR code on the back cover allowing students to quickly access an office-hour type experience.

dig-These problems are incorporated into MasteringChemistry® as assignable torial activities and are also available for download and distribution via the In- structor Resource Center (IRC) for instructional and classroom use.

tu-More than 20 New Conceptual Checkpoints are in the fifth edition and are designed to make reading the book an active process The checkpoints encourage students to stop and think about the ideas just presented before moving on and also provide a tool for self-assessment.

Interest Box Questions are now numbered in the Everyday Chemistry, istry in the Environment, Chemistry in the Media, and Chemistry and Health boxes so that they can easily be assigned.

Chem-Cross-references to the Math Appendix , now indicated by a +/- icon in the fifth edition, are more visible and allow students to locate additional resources more easily.

Additional Features

• A student-friendly, step-by-step, problem-solving approach is presented throughout the book (fully introduced and explained in Chapter 2): Tro’s unique two-and three-column examples help guide students through problems

• All figures and figure captions have been carefully examined, and images and labels have been replaced or revised when needed to improve the teach- ing focus of the art program.

• Every end-of-chapter question has been carefully reviewed by the author and editor and accordingly revised and/or replaced when necessary.

Some significant improvements have been made to key content areas as well These include:

• To reflect recent changes made by IUPAC that introduce more uncertainty in atomic masses, the periodic tables on the inside front cover of the book and all subsequent periodic tables in the text containing atomic masses now include the modified following atomic masses: Li 6.94; S 32.06; Ge 72.63; Se 78.97; and

Mo 95.95.

• In Chapter 1, The Chemical World, key wording about chemicals as well as the

definition of chemistry have been changed to more strongly reflect particles and properties connection.

• In Section 2.3, Significant Figures: Writing Numbers to Reflect Precision,

clarifica-tion has been added about trailing zeros in the significant digits discussion in Section 2.3.

• In Section 3.8, Energy, a new schematic has been added to the photo of the dam

to better illustrate the concept of potential energy, and there is a new figure,

Figure 3.15, Potential Energy of Raised Weight.

• Several new subheadings have been added to Chapter 5 to help students

better navigate the material; Table 5.3, Some Common Polyatomic Ions, has

been moved to an earlier place in Chapter 5; and fourth edition Example 5.7,

Writing Formulas for Ionic Compounds , has been replaced with fifth edition

Example 5.7, Writing Formulas for Ionic Compounds Containing Polyatomic

Ions

• In Chapter 6, Chemistry in the Environment box Chlorine in

Chlorofluorocar-bons has been revised and updated Figure 6.3, The Ozone Shield, has been

updated and revised to include a molecular perspective and be a better

teach-ing tool and Figure 6.4, Growth of the Ozone Hole, has been updated with 2010

data.

• The transition between balancing chemical equations to investigating types

of reactions at the beginning of Section 7.5, Aqueous Solutions and Solubility:

Compounds Dissolved in Water , has been sharpened to help students relate Section 7.5 to the previous section.

• Figure 7.7, Solubility Rules Flowchart, has been edited so that Ca2+, Sr2+, and

Ba2+ are in periodic table order throughout for easier memorization.

• The phrase “global warming” has been replaced with “climate change”

throughout Chapter 8, Quantities in Chemical Reactions, and Figure 8.2,

Climate Change , has been updated to include global temperature data for 2011 and 2012.

• In Section 9.1, Blimps, Balloons, and Models of the Atom, more emphasis has been

placed on the relationship between atomic structure and properties in the cussion of helium and hydrogen.

dis-• In Section 9.4, The Bohr Model: Atoms with Orbits, new introductory material

has been added to emphasize the relationship between light emission and electron motion.

been updated to include the most recent available data.

• Content has been revised and material has been added to improve clarity in

the subsection entitled Surface Tension in Section 12.3, Intermolecular Forces in

Action: Surface Tension and Viscosity Also, the caption for Figure 12.5, Origin of

Surface Tension , has been revised and the phase inset figures in Figure 12.16,

Heating Curve during Melting , have been corrected to show the phases more accurately.

• The new title for Section 12.6, Types of Intermolecular Forces: Dispersion,

Dipole–Dipole, Hydrogen Bonding, and Ion–Dipole , reflects new content and

new material about ion–dipole forces, including new Figure 12.25, Ion–Dipole

Forces Also, ion–dipole forces have been added to Table 12.5, Types of

Intermo-lecular Forces , and the art in the table now depicts space-filling models of the molecules.

• Content in Section 13.3, Solutions of Solids Dissolved in Water: How to Make Rock

Candy , links the discussion of solvent–solute interactions to the discussion of intermolecular forces in Chapter 12.

• Figure 14.19, How Buffers Resist pH Change, has been changed to be more useful

and easier for students to understand.

• Section 14.11, Acid Rain: An Environmental Problem Related to Fossil Fuel

Combus-tion , has been cut.

• New, brief introductory statements have been added to Section 15.6,

Calcu-lating and Using Equilibrium Constants , and in Section 15.10, The Effect of a

Temperature Change on Equilibrium , numbers that indicate sequence have been added to the three unnumbered equations that indicate how equilibrium changes when heat is added or removed from exothermic and endothermic reactions.

• The title of Figure 16.12, Used Voltaic Cell, has been corrected, and the art has

been slightly modified.

• Figure 16.18, Schematic Diagram of a Fuel-Cell Breathalyzer, in the box Everyday Chemistry: The Fuel-Cell Breathalyzer has also been modified for accuracy.

The design and features of this text have been conceived to work together as

an integrated whole with a single purpose: to help students understand chemical principles and to master problem-solving skills in a context of relevance Students must be able not only to grasp chemical concepts and solve chemical problems, but also to understand how those concepts and problem-solving skills are relevant

to their other courses, their eventual career paths, and their daily lives.

Preface | 23

allied health curriculum To that end, the book integrates qualitative and tive material and proceeds from concrete concepts to more abstract ones.

quantita-Organization of the Text

The main divergence in topic ordering among instructors teaching introductory and preparatory chemistry courses is the placement of electronic structure and chemical bonding Should these topics come early, at the point where models for the atom are being discussed? Or should they come later, after the student has been exposed to chemical compounds and chemical reactions? Early placement gives students a theoretical framework within which they can understand com- pounds and reactions However, it also presents students with abstract models before they understand why they are necessary I have chosen a later placement for the following reasons:

1 A later placement provides greater flexibility. An instructor who wants to cover atomic theory and bonding earlier can simply cover Chapters 9 and 10 after Chapter 4 However, if atomic theory and bonding were placed earlier, it would be more difficult for the instructor to skip these chapters and come back

to them later.

2 A later placement allows earlier coverage of topics that students can more easily visualize. Coverage of abstract topics too early in a course can lose some students Chemical compounds and chemical reactions are more tan- gible than atomic orbitals, and their relevance is easier to demonstrate to the beginning student.

3 A later placement gives students a reason to learn an abstract theory. Once students learn about compounds and reactions, they are more easily moti- vated to learn a theory that explains compounds and reactions in terms of underlying causes.

4 A later placement follows the scientific method. In science, we normally make observations, form laws, and then build models or theories that explain our observations and laws A later placement follows this ordering.

Nonetheless, I know that every course is unique and that each instructor chooses to cover topics in his or her own way Consequently, I have written each chapter for maximum flexibility in topic ordering In addition, the book is offered

in two formats The full version, Introductory Chemistry, contains 19 chapters, cluding organic chemistry and biochemistry The shorter version, Introductory

in-Chemistry Essentials , contains 17 chapters and omits these topics.

Print and Media Resources

For the Instructor

MasteringChemistry® is the first adaptive-learning online homework and tutorial system Instructors can create online assignments for their students by choosing from a wide range of items, including end-of-chapter problems and research-en- hanced tutorials Assignments are automatically graded with up-to-date diag- nostic information, helping instructors pinpoint where students struggle either individually or for the class as a whole These questions can be used asynchro-

24 | Preface

nously outside of class as well For the fifth edition, 20 new Interactive Worked Examples have been added to the Study Area Icons appear next to examples indi- cating that a digital version is available.

NEW! Learning Catalytics™

Learning Catalytics™ is a “bring your own device” student engagement, ment, and classroom intelligence system With Learning Catalytics™ you can:

assess-• Assess students in real time, using open-ended tasks to probe student understanding.

accordingly.

• Improve your students’ critical-thinking skills.

• Access rich analytics to understand student performance.

• Add your own questions to make Learning Catalytics™ fits your course exactly.

• Manage student interactions with intelligent grouping and timing.

Learning Catalytics™ is a technology that has grown out of twenty years of cutting edge research, innovation, and implementation of interactive teaching and peer instruction Learning Catalytics™ is included with the purchase of Mastering with eText Michael Everest of Westmont College has written a set of questions

in Learning Catalytics™ that correlates directly to the topics and concepts in

Introductory Chemistry, 5e and encourages group-based inquiry learning.

Instructors now have the ability to assign adaptive follow-up assignments to students Content delivered to students as part of adaptive learning will be automatically personalized for each individual based on strengths and weakness-

es identified by his or her performance on Mastering parent assignments.

NEW! Dynamic Study Modules , designed to enable students to study effectively

on their own, as well as help students quickly access and learn the nomenclature they need to be more successful in chemistry These modules can be accessed on smartphones, tablets, and computers and results can be tracked in the Master- ingChemistry® Gradebook How it works:

1 Students receive an initial set of questions and benefit from the tion involved with asking them to indicate how confident they are with their answer.

metacogni-2 After answering each set of questions, students review their answers.

3 Each question has explanation material that reinforces the correct answer sponse and addresses the misconceptions found in the wrong answer choices.

re-4 Once students review the explanations, they are presented with a new set of questions Students cycle through this dynamic process of test-learn-retest until they achieve mastery of the material.

Instructor’s Manual by Mark Ott of Jackson Community College, and Matthew Johll of Illinois Valley Community College This manual features lecture outlines with presentation suggestions, teaching tips, suggested in-class demon- strations, and topics for classroom discussion It also contains full solutions to all the end-of-chapter problems from the text.

Preface | 25

TestGen Testbank by Michael Hauser of St Louis Community College This download-only test bank includes more than 2000 questions and is available on the Instructor’s Resource Center.

Instructor’s Resource Materials This resource provides an integrated tion of resources to help instructors make efficient and effective use of their time and is available for download from the Instructor’s Resource Center The package features the following:

collec-• All the art from the text, including figures and tables in JPG and PDF formats; movies; animations; Interactive Molecules; and the Instructor’s Resource Manual files.

• Four PowerPoint™ presentations: (1) a lecture outline presentation for each chapter, (2) all the art from the text, (3) the worked Examples from the text, and (4) clicker questions.

• TestGen, a computerized version of the Test Item File that allows instructors to create and tailor exams to fit their needs.

Instructor’s Guide for Student’s Guided Activity Workbook by Michael Everest

of Westmont College This manual features assessible outcomes, facilitation tips, and demonstration suggestions to help integrate guided-inquiry learning in the class- room and is available for download on the Instructor’s Resource Center.

For the Student

Pearson eText offers students the power to create notes, highlight text in different colors, create bookmarks, zoom, and view single or multiple pages Access to the

Pearson eText for Introductory Chemistry, Fifth Edition, is available for purchase

within MasteringChemistry®.

Study Guide (0-321-94905-6) by Donna Friedman of St Louis Community College—Florissant Valley Each chapter of the Study Guide contains an overview, key learning outcomes, a chapter review, as well as practice problems for each major concept in the text Each chapter is followed by two or three self-tests with answers so students can check their work.

NEW! Student’s Guided Activity Workbook (0-321-94908-0) by Michael Everest of Westmont College This set of guided-inquiry activities enables stu- dents to construct chemical knowledge and related skills on their own Each activity begins by presenting some information (as a table, figure, graph, text, etc.) Students, working in groups of 3–4, answer questions designed to draw their attention to the important concepts and trends exemplified in the informa- tion Through their active participation in the learning process, students learn not only chemistry, but also a wide range of additional skills such as information processing, problem solving, deductive reasoning, and teamwork There are ap-

proximately three complete worksheets to accompany each chapter in

Introduc-tory Chemistry , and each worksheet should take students from 50–60 minutes to complete The activities can be used in place of, or as a supplement to, a lecture- based pedagogy This supplement is available through Pearson Custom Library www.pearsoncustomlibrary.com.

26 | Preface

Acknowledgments

This book has been a group effort, and there are many people whose help has meant a great deal to me First and foremost, I would like to thank my editors, Adam Jaworski and Chris Hess I appreciate your commitment to and energy for this project You are both incredibly bright and insightful editors, and I am lucky

to get to work with you As always, I am grateful to Paul Corey, the president of the Science Division at Pearson, for his unwavering support.

I am also in a continual state of awe and gratitude to Erin Mulligan, my opment editor and friend Thanks, Erin, for all your outstanding help and advice

devel-Thanks also to my project editor, Coleen Morrison Coleen, your guidance and attention to details kept this project running smoothly from start to finish I am

so grateful I would also like to thank Jonathan Cottrell, my marketing manager, whose creativity in describing and promoting the book is without equal Thanks also to the MasteringChemistry® team who continue to provide and promote the best online homework system on the planet.

I also appreciate the expertise and professionalism of my copy editor, Betty Pessagno, as well as the skill and diligence of Francesca Monaco and her colleagues

at codeMantra I am a picky author, and they always accommodated my

seeming-ly endless requests Thank you, Francesca Thanks as well to my project manager, Beth Sweeten, managing editor Gina Cheselka, and the rest of the Pearson team—

they are part of a first-class operation This text has benefited immeasurably from their talents and hard work I owe a special debt of gratitude to Quade Paul, who continues to make my ideas come alive in his chapter-opener and cover art.

I am grateful for the support of my colleagues Allan Nishimura, David Marten, Stephen Contakes, Kristi Lazar, Carrie Hill, Michael Everest, and Heidi Henes-Vanbergen, who have supported me in my department while I worked on this book I am also grateful to Katherine Han, who helped me with the Self-Assessment Quizzes I owe a special debt of gratitude to Michael Tro

He has been helping me with manuscript preparation, proofreading, ing art manuscripts, and tracking changes in end-of-chapter material for the past three years Michael has been reliable, accurate, and invaluable Thanks Mikee!

organiz-I am grateful to those who have given so much to me personally while writing this book First on that list is my wife, Ann Her patience and love for me are be- yond description I also thank my children, Michael, Ali, Kyle, and Kaden, whose smiling faces and love of life always inspire me I come from a large Cuban fam- ily, whose closeness and support most people would envy Thanks to my parents, Nivaldo and Sara; my siblings, Sarita, Mary, and Jorge; my siblings-in-law, Jeff, Nachy, Karen, and John; my nephews and nieces, Germain, Danny, Lisette, Sara, and Kenny These are the people with whom I celebrate life.

Lastly, I am indebted to the many reviewers, listed next, whose ideas are tered throughout this book They have corrected me, inspired me, and sharpened

scat-my thinking on how best to teach this subject we call chemistry I deeply ate their commitment to this project.

Preface | 27 Reviewers of the 5th Edition

Reviewers of the 4th Edition

Monroe Community College

Maria Cecilia D de Mesa

Kathleen Thrush Shaginaw

Particular Solutions, Inc.

Kresimir Rupnik

Louisiana State University

Kurt Allen Teets

Albuquerque Technical Vocational Institute

Charles Michael McCallum

University of the Pacific

Reviewers of the 1st Edition

Reviewers of the 5th Edition, Global Edition

Pearson would like to thank the following people for their work on the Global Edition:

Big Bend Community College

Leslie Wo-Mei Fung

Loyola University of Chicago

Lori Allen

University of Wisconsin—Parkside

Mark Porter

Texas Tech University

Rill Ann Reuter

Winona State University

Panjab University Lakshmaiah Sreeramah

Qatar University S K Mehta

Panjab University

Preface | 29

A Consistent Problem-Solving Strategy

Chemistry , Fifth Edition brings chemistry out of the laboratory and into the world—helping you learn

chemistry by showing you how it manifests in your daily lives Clear, specific examples are woven

premier online homework and assessment tool.

A CONSISTENT STRATEGy FOR SOLvING PROBLEMS helps you develop the skills you need to succeed

in your chemistry course Tro’s unique two- and three-column examples help guide students through

problems step-by-step using Sort, Strategize, Solve, and Check.

3 12.54 cm2 3

▶SKILLBUILDER 2.13 | Solving Multistep Problems Involving Units Raised to a Power

How many cubic inches are there in 3.25 yd 3 ?

▶FOR MORE PRACTICE Problems 93, 94.

WRITING FORMULAS FOR IONIC COMPOUNDS

1. Write the symbol for the metal and its charge followed by the symbol of the nonmetal and its charge For many elements, you can determine these charges from their group number in the periodic table (refer to Figure 4.14).

2. Use the magnitude of the charge

on each ion (without the sign) as the subscript for the other ion.

3. If possible, reduce the subscripts

to give a ratio with the smallest whole numbers.

4. Check to make sure that the sum of the charges of the cations exactly cancels the sum of the charges of the anions.

EXAMPLE 5.5

Write a formula for the ionic pound that forms from aluminum and oxygen.

▶SKILLBUILDER 5.5 |Write a mula for the compound that forms from strontium and chlorine.

for-EXAMPLE 5.6

Write a formula for the ionic pound that forms from magnesium and oxygen.

Anions: 2 The charges cancel.

-▶SKILLBUILDER 5.6 |Write a mula for the compound that forms from aluminum and nitrogen.

for-▶FOR MORE PRACTICE Problems

53, 54, 57.

Two-Column Examples

All but the simplest examples

are presented in a unique

two-column format

• The left column explains the

purpose of each step, while

the right column shows how

the step is executed

• This format will help you

think about the reason for

each step in the solution and

fit the steps together

Solution Maps

Many of the examples use a unique

visual approach in the Strategize Step,

where you’ll be shown how to draw a solution map for a problem

Three-Column Examples

Procedures for solving certain

problems are presented in a

unique three-column format

• The first column outlines the

problem-solving procedure

and explains the reasoning

that underlies each step

• The second and third columns

show two similar but slightly

different examples to solve

this class of problem

• Seeing the method applied to

solve two related problems

helps you understand the

general procedure in a way

that no single example could

convey

Skillbuilder Exercises

Every worked example is followed by at least one similar (but unworked) Skillbuilder exercise

For More Practice

These follow every worked example, linking you to in-chapter examples and end-of-chapter problems that give you a chance to practice the skills explained in each worked example

CONCEPTUAL UNDERSTANDING completes the picture In every chemistry course

you take, success requires more than problem-solving skills Real understanding of

concepts will help you see why these skills are important to you and to your world.

Conceptual questions enhance understanding

of chemical principles, encourage you to stop

and think about the ideas just presented, and

provide a tool to assess your own progress

Answers and explanations are given at the end

of each chapter More than 20 new Conceptual

focus on visualization and drawing

NEW! INTERACTIvE WORkED ExAMPLES

Interactive worked Examples are digital versions of the text’s worked examples that make Tro's

unique problem-solving strategies interactive, bringing his award-winning teaching directly to

all students using his text In these digital versions, students are instructed how to break down

problems using Tro's proven Sort, Strategize, Solve, and Check technique The Interactive worked

Examples can be accessed by scanning the QR code on the back cover allowing students to quickly

access an office-hour type experience.

also available for download and distribution via the Instructor Resource Center (IRC) for instructional

and classroom use.

visualizing Chemistry

Creates Deeper Understanding

▲ A clay volcano can be made to erupt by combining vinegar and baking soda, which react to produce the bubbling and splattering

7.1 Grade School Volcanoes, Automobiles, and Laundry Detergents

vinegar and baking soda? Have you pushed the gas pedal of a car and felt the acceleration as the car moved forward? Have you wondered why laundry deter- gents work better than hand soap to clean your clothes? Each of these processes different substances.

In the classic grade school volcano, the baking soda (which is sodium bonate) reacts with acetic acid in the vinegar to form carbon dioxide gas, water, and sodium acetate The newly formed carbon dioxide bubbles out of the mix- ture, causing the eruption Reactions that occur in liquids and form a gas are

bicar-gas evolution reactions

Alka-Seltzer ™ When you drive a car, hydrocarbons such as octane (in gasoline) react with ox- ygen from the air to form carbon dioxide gas and water ( ▼ Figure 7.1) This reaction

“Chemistry is one of the broadest branches of science if for no other reason than, when we think about it, everything is chemistry.”—Luciano Caglioti (1933–)

Carbon dioxide

Oxygen Water Auto engine

▲ FIGURE 7.1 A combustion reaction In an automobile engine, hydrocarbons such as octane (C 8 H 18 ) from gasoline combine with oxygen from the air and react to form carbon dioxide and water.

239

CHAPTER OUTLINE

7.1 Grade School Volcanoes, Automobiles, and Laundry Detergents 239

7.2 Evidence of a Chemical Reaction 240

7.3 The Chemical Equation 243

7.4 How to Write Balanced Chemical Equations 245

7.5 Aqueous Solutions and Solubility: Compounds Dissolved in Water 248

7.6 Precipitation Reactions: Reactions in Aqueous Solution That Form a Solid 252

7.7 Writing Chemical Equations for Reactions in Solution:

Molecular, Complete Ionic, and Net Ionic Equations 255

7.8 Acid–Base and Gas Evolution Reactions 257

7.9 Oxidation–Reduction Reactions 260

7.10 Classifying Chemical Reactions 262

MACROSCOPIC TO MICROSCOPIC ART

The goal is for you to connect what you see and experience with the molecules responsible and with the way chemists represent those molecules.

Many illustrations have three parts:

• a macroscopic image (what you can see with your eyes)

• a microscopic image (what the molecules are doing)

• a symbolic representation (how chemists represent the process with symbols and equations)

2 NaCl(s)

NaCl(s) Na(s)

Cl 2(g)

Chapter Openers

Dr Tro opens each chapter with a specific example

of a concept to grab your attention, stepping back to

make a more general and relatable analogy, and then

going back into specifics This style reflects Dr Tro's

teaching methodology, effectively used in his own

classroom

By CONNECTING the macroscopic

and microscopic worlds, visualizing

concepts brings chemistry to life and

creates a deeper understanding that

will serve you throughout the course

• Chemistry in the Environment boxes discuss

environmental issues that are closely tied to chemistry,

such as the reactions involved in ozone depletion

• Everyday Chemistry boxes demonstrate the

importance of chemistry in everyday situations, such

as bleaching your hair

• Chemistry in the Media boxes discuss chemical topics

that have been in the news recently, such as the

controversy over oxygenated fuels

•  Chemistry and Health boxes focus on personal health

and fitness topics, as well as biomedical topics

INTEREST BOxES

Four different types of interest boxes apply

chemistry to everyday events and topics

The questions within these boxes have

been numbered so they may be assigned.

▶ Acid Rain

Acid rain occurs when rainwater mixes with air pollut- ants—such as NO, NO 2 , and SO 2 —that form acids NO and NO 2 , primarily from vehicular emission, combine with water to form HNO3(aq) SO2, primarily from coal-powered electricity generation, combines with water and oxygen in air

to form H 2 SO 4(aq) HNO3(aq) and H2 SO 4(aq) both cause

rain-water to become acidic The problem is greatest in the eastern United States, where pollutants from midwestern rain with acid levels that are 10 times higher than normal.

north-makes them more acidic Some species of aquatic animals—

such as trout, bass, snails, salamanders, and clams—cannot the ecosystem of the lake, resulting in imbalances that may also weakens trees by dissolving nutrients in the soil and by rain damage.

Acid rain also damages building materials Acids solve CaCO 3 (limestone), a component of marble and con- crete, and iron, the main component of steel Consequently,

dis torical gravestones made of limestone are barely legible due

-to acid rain damage.

Although acid rain has been a problem for many years, innovative legislation has offered hope for change In 1990, Act that included provisions requiring electrical utilities

to reduce SO 2 emissions Since then, SO 2 emissions have decreased, and rain in the northeastern United States has the U.S Environmental Protection Agency, average U.S at- mospheric SO2 concentrations were 0.012 ppm in 1980, but have decreased to less than 0.003 ppm today With time, streams, and forests damaged by acid rain should recover

China, where industrial growth is outpacing tal controls International cooperation is essential to solving environmental problems such as acid rain.

environmen-B5.2 CAN YOU ANSWER THIS? Name each compound, given here as formulas:

NO, NO2, SO 2, HNO 3(aq), CaCO 3

▲ A forest damaged by acid rain ▲ Acid rain harms many materials, including the limestone often

used for tombstones, buildings, and statues.

▶ The Controversy over Oxygenated Fuels

W e have seen that the balanced chemical equation for the combustion of octane, a component of gasoline, is:

2 C 8 H 18(l )+ 25 O 2( g) ¡ 16 CO 2( g)+ 18 H 2O( g)

We have also learned how balanced chemical equations give numerical relationships between reactants This equa- tion shows that 25 mol of O 2 are required to completely re- act with 2 mol of C 8 H 18 What if there is not enough O 2 in the cylinders of an automobile engine to fully react with the

a shortage of one reactant simply means that less product forms, something we will learn more about later in this chap- ter However, for some reactions, a shortage of one reactant with the desired reaction In the case of octane and the other pollutants such as carbon monoxide (CO) and ozone (O 3 ).

In 1990, the U.S Congress, in efforts to lower air lution levels, passed amendments to the Clean Air Act prevent these side reactions Because these additives in- ing gasoline is called oxygenated fuel The additive of choice

pol-among oil companies used to be a compound called MTBE positive: Carbon monoxide and ozone levels in many major Over time, however, MTBE—a compound that does not readily biodegrade—began to appear in drinking-water supplies across the nation MTBE made its way into drink- ing water through gasoline spills at gas stations, from boat

els, imparts a turpentine-like odor and foul taste to drink- ing water It is also a suspected carcinogen.

-Public response was swift and dramatic Several settled against the manufacturers of MTBE, against gas stations suspected of leaking it, and against the oil com- panies that put the additive into gasoline Most states made from the fermentation of grains, has been used as pollution-reducing effects without the associated health hazards Oil companies did not use ethanol originally be- cause it was more expensive than MTBE, but now ethanol has become the additive of choice.

B8.1 CAN YOU ANSWER THIS? How many moles of oxygen

(O2) are required to completely react with 425 mol of octane

(approximate capacity of a 15-gal automobile gasoline tank)?

▲ The 1990 amendments to the Clean Air Act required oil nies to put additives in gasoline that increased its oxygen content.

▲ At one time, MTBE was the gasoline additive of choice.

CHEMISTRY AND HEALTH

▶ Drug Dosage

The unit of choice in specifying drug dosage is the ligram (mg) A bottle of aspirin, Tylenol, or any other common drug lists the number of milligrams of the active

mil-of tablets to take per dose The following table shows the relievers, all reported in milligrams The remainder of each The recommended adult dose for many of these pain relievers is one or two tablets every 4 to 8 hours (depending

version of each pain reliever the same compound found in For the pain relievers listed, are the equivalent of two extra- strength tablets (and probably cost less).

The dosages given in the table are fairly standard for each

On most drugstore shelves, there are many different brands name and others sold under their brand names (such as Ad- that they all contain the same thing: 200 mg of the compound amount of the compound Yet these pain relievers will most Why pay more for the same thing?

the table to ounces Why are drug dosages not listed in ounces?

Drug Mass per Pill for Common Pain Relievers

Pain Reliever Mass of Active

Ingredient per Pill aspirin 325 mg aspirin, extra strength 500 mg ibuprofen (Advil) 200 mg ibuprofen, extra strength 300 mg acetaminophen (Tylenol) 325 mg acetaminophen, extra strength 500 mg

CHAPTER REvIEW

Consistent review material at the end of each chapter helps reinforce what you’ve learned.

Chemical Skills Examples

LO: E tion (Section 2.2).

-• Move the decimal point to obtain a number between 1 and 10.

• Write the decimal part multiplied by 10 raised to the ber of places you moved the decimal point.

num-• The exponent is positive if you moved the decimal point to the left and negative if you moved the decimal point to the right.

EXAMPLE 2.18 SCIENTIFIC NOTATION

EXAMPLE 2.19 REPORTING MEASURED QUANTITIES

TO THE RIGHT NUMBER OF DIGITS

Record the volume of liquid in the graduated cylinder calibrated (and should therefore be read) from the bottom

Meniscus

Because the graduated cylinder has markings every 0.1 mL,

In this case, that is 4.57 mL.

LO:

• nonzero digits

• interior zeros

• trailing zeros after a decimal point

• trailing zeros before a decimal point but after a nonzero number

•

The following digits are ambiguous, and you should avoid

• zeros at the end of a number but before a decimal point

EXAMPLE 2.20 COUNTING SIGNIFICANT DIGITS

1.0050 0.00870

5400 It is not possible to tell in its current form.

The number must be written as 5.4 * 10 3 , 5.40 * 10 3 , or 5.400 * 10 3

Q2 A sample of pure silver has a mass of 155 g How many

moles of silver are in the sample?

(a) CH 2 O

(b) C 2 H 4 O 2

(c) C 3 H 6 O 3

(d) C 4 H 8 O 4

Q14 A compound is decomposed in the laboratory and

produces 1.40 g N and 0.20 g H What is the empirical formula of the compound?

(a) NH (c) NH 2

(b) N 2 H (d) N 7 H

Answers: 1d; 2a; 3c; 4a; 5b; 6d; 7c; 8c; 9b; 10a; 11d; 12b; 13d; 14c

CHAPTER IN REVIEW

NEW! Chemical Skills with key Learning Outcomes

The left column describes the key skills you should know after

reading the chapter, which often correlate to a Key Learning

Outcome that has been added at the section level The right column contains a worked example illustrating that skill

NEW! Chapter Self-Assessment Quiz

The end of each chapter consists of 10–15 multiple-choice questions that are similar to those on other standardized exams and will also be assignable and randomized in MasteringChemistry®

end-of-chapter problems in each chapter, facilitating inquiry learning both inside and outside the classroom A new

guided-Guided Activity Workbook (available in the Pearson Custom Library (www.pearsoncustomlibrary.com)) has also been created to use alongside Tro's textbook A set of interactive

Critical Thinking Questions that is tailored toward guided learning is also available for instructors at the Instructor Resource Center (www.pearsonhighered.com/irc)

Additional End-of-Chapter Features

Enhanced End-of-Chapter Material

QUESTIONS FOR GROUP WORK

Discuss these questions with the group and record your consensus answer.

121 Complete the following table.

Particle

Mass (amu) Charge

In the nucleus?

(yes/no)

# in 32 S atom

# in

79 Br - ion Proton

Neutron

Electron

122 Make a sketch of an oxygen atom Include the correct

number of protons, electrons, and neutrons for the most

abundant isotope Use the following symbols: proton = • ,

neutron = o, electron = •

123 The table at right includes data similar to that used by

Mendeleev when he made the periodic table Write on

a small card the symbol, atomic mass, and a stable

com-pound formed by each element Arrange your cards in

repeating patterns? Describe any patterns you observe

(Hint: There is one missing element somewhere in the

pat-tern.)

Element Atomic Mass Stable Compound Element

Atomic Mass Stable Compound

124 Arrange the cards from Question 123 so that mass

increas-es from left to right and elements with similar propertiincreas-es you have invented onto a piece of paper There is one ele- ment missing Predict its mass and a stable compound it might form.

Chemical Principles

The left column summarizes the key principles that you should take away from the chapter, and the right column tells why each topic is important for you to understand

Chemical Principles Relevance

Uncertainty:Scientists report measured quantities so that the

measured quantities so that every digit is certain except the last,

which is estimated.

Uncertainty:Measurement is a hallmark of science, and you must communicate the precision of a measurement with the measurement so that others know how reliable the measure- ment is When you write or manipulate measured quantities, measurement was made.

Units: Measured quantities usually have units associated with

them The SI unit for length is the meter; for mass, the kilogram;

kilo - or milli-

are often used in combination with these basic units The SI units

milliliters are often used as well.

Units: The units in a measured quantity communicate what the quantity actually is Without an agreed-on system of units, scien- tists could not communicate their measurements Units are also

a calculation is essential.

Density:The density of a substance is its mass divided by its

volume, d = m/V, and is usually reported in units of grams per

cubic centimeter or grams per milliliter Density is a

Mastering Chemistry ® for Students

www.masteringchemistry.com

MASTERINGCHEMISTRy® TUTORIALS guide you through the most challenging

topics while helping to make connections between related chemical concepts

Immediate feedback and tutorial assistance help you understand and master concepts

and skills in chemistry—allowing you to retain more knowledge and perform better in

this course and beyond.

MasteringChemistry ® is the only system to

provide instantaneous feedback specific to the

most common wrong answers you can submit

an answer and receive immediate, error-specific

feedback Simpler subproblems—hints—are

provided upon request

NEW! Pause and Predict video Quizzes ask

you to predict the outcome of experiments and

demonstrations as you watch the videos; a set of

multiple choice questions challenges you to apply

the concepts from the video to related scenarios

These videos are also available in web and

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▲ Soda pop is a mixture of carbon dioxide and water and a few

other substances that contribute flavor and color When soda pop

is poured into a glass, some of the carbon dioxide molecules come

out of the mixture, producing the familiar fizz.

1.1 Soda Pop Fizz

Open a can of soda pop and you hear the familiar “chchchch” of pressure release Take a sip and you feel the carbon dioxide bubbles on your tongue If you shake the can before you open it, you are sprayed with the bubbly liquid A can of soda pop, like most familiar items in our daily lives, is a chemical mixture contain- ing mostly sugar, water, and carbon dioxide The unique combination of these substances gives soda pop its properties Have you ever wondered why soda pop tastes sweet? To understand why, you need to understand sugar and solu- tions of sugar with water We will learn about solutions in Chapter 13 Have you ever wondered why soda fizzes when you open it? To understand the reason, you need to understand gases and their ability to dissolve in liquids and how that ability varies with changing pressure We will learn about gases in Chapter

11 And if you want to know why drinking too much soda pop makes you gain weight, you need to understand energy and the production of energy by chemical reactions We will discuss energy in Chapter 3 and chemical reactions in Chapter

7 You don’t need to venture any farther than your own home and your own eryday experiences to encounter chemical questions Chemicals compose virtu- ally everything in our world: the soda; this book; your pencil; indeed, even your own body.

ev-Chemists are particularly interested in the connections between the erties of substances and the structure of the particles that compose them For example, why does soda pop fizz? Like all common substances, soda pop is ul-

prop-timately composed of tiny particles called atoms Atoms are so small that a

sin-gle drop of soda contains about one billion trillion of them In soda, as in many substances, these atoms are bound together to form several different types of

molecules The molecules important to fizzing are carbon dioxide and water Carbon dioxide molecules consist of three atoms—one carbon and two oxygen atoms—held together in a straight line by chemical bonds Water molecules also consist of three atoms—one oxygen and two hydrogen atoms—bonded together, but rather than being straight like carbon dioxide, the water molecule

is bent.

ChaPter Outline

1.1 Soda Pop Fizz 37

1.2 Chemicals Compose Ordinary things 39

1.3 all things are Made of atoms and Molecules 39

1.4 the Scientific Method: how Chemists think 40

1.5 a Beginning Chemist: how to Succeed 42

1

the Chemical World

Carbon dioxide molecule